REBUILDING ARCHITECTURE An analysis and critical

REBUILDING ARCHITECTURE
An analysis and critical investigation practice
ANDREA CAMMARATA
Politecnico di Milano, DiAP Dept of Architecture and Planning
Piazza Leonardo da Vinci 32, 20133 Milan, Italy
andrea.cammarata@polimi.it
Abstract. The Cooperative Design Environment Laboratory (CoDE
Lab) is carrying out a research with students, trainees and seniors who
have previously participated to CAAD-assisted design courses. These
courses were developed with the aim of making participants
independent from the pre-analytical phase project to the renderings of
the final artifact. The programs that have been used so far are
Autodesk Revit, Graphisoft Archicad and Nemetschek Allplan.The
teaching workgroup has always believed that analyzing, deconstructing
and reconstructing the architecture teaches much in terms of
understanding. If the process is done correctly, it entirely re-traces the
creative dynamics developed by the original designer. Subsequently,
the educational practice is to choose a notable architectural work,
designed and/or created by a Master of architecture, and to reproduce
it in all details: aesthetical-formal, morphological, technological,
structural, modular, etc. The final result is an archive of welldeveloped reconstructed models of great specific interest. The students
on the other hand thoroughly learn how to control the tools and all
BIM planning procedures.
1. Introduction
The Politecnico di Milano, Faculty of Architecture and Society, has a strong
educational and research tradition on new technologies and computerassisted design tools. This article deals with a research carried out by the
CoDE (Cooperative Design Environment) Lab with the students of the "3-D
Parametric CAAD Design" class (Leonardo Campus - Milano) and
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“Automatic Drawing for Architectural Design” (Arata Campus - Piacenza),
with trainees and dissertationists.
Both classes deal with all the subjects concerning CAAD-assisted design,
with the aim of teaching students how to work autonomously from the
analytical pre-planning phase to the final rendering of the artifact. The most
frequently used programs are: Autodesk Revit, Graphisoft Archicad and
Nemetschek Allplan.
The workgroup, reporting to the Italian Chapter of IAI (International
Alliance for Interoperability), relies on the cooperation of qualified
professionals.
Figure 1. Steven Holl, Nail collector's House (Sottotetti)
Focus of both classes is the main tutorial, consisting of threedimensional reconstruction of buildings built by great masters of
architecture from the Modern Movement to contemporary architecture.
Subjects of analysis and reconstruction were not the projects, but the
already created buildings that supply a wider choice of sources and
information.
We analyzed the formal, morphological, historical and architectural
aspects.
For the time being we only deal with Aalto, Botta, Bottoni, Holl, Le
Corbusier, Meier, Mies van der Rohe, Niemeyer, Ponti, Terragni and
Wright. In the current Academic year we will also deal with Ando,
Eisenman, Khan, Isozaki, Nouvel, Siza and Venturi.
As you can see, the subject deals with architects of great stature and
professional capabilities, who based their work and their carrier on the
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application of original "methods", rules and logics representing the
foundation of their architecture.
These masters of architecture created currents and schools of thought
because of their ideas and the substantial theory supporting their research
and design work.
Students will have to choose among the architectural (or, more rarely,
town-planning) works by the mentioned architects, to find an adequate
bibliography with the help of teachers. The subsequent step is finding out
adequate iconographic materials (drawings, sketches, photos, models, etc.)
for the accurate reconstruction of the architectural model by means of
CAAD tools.
Figure 2. Steven Holl, Sun Slice House (Aimo)
The required level of work is not the mere three-dimensional
reconstruction of the building: the analytical comprehension of the author's
original designing method must also be proved and, if possible, visualized
and represented. This is the only way to obtain an excellence level that 3D
reconstruction alone - even a top-level one - could not reach.
Therefore the aim is not only learning how to master one o more CAAD
modelers, but also learning how to use these tools to assess and understand
architecture itself; a formal and geometrical, but also methodological and
planning understanding.
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Figure 3. Le Corbusier, La Maison de l'homme (Ponzio)
There are also other survey levels. Those who can leverage the "multidisciplinary" aspects offered by CAAD technologies will be rewarded.
Students should cooperate with other teachers, especially from the
technological field of architecture, in order to deepen interesting aspects,
such as structures, systems, bills of quantities, etc. Not being a subject of
examination, of course this is not a mandatory educational aspect, but I still
believe it is an important academic scope that would allow overcoming the
different academic viewpoints, typical of Italian (and maybe not just Italian)
universities.
2. Transformations
The simulation applied to the transformations that some important
functionalist buildings have undergone during their existence. Sometimes
the changes were due to a difference or adjustment of their intended use,
and sometimes the changes were quite substantial and due to design and/or
assembly mistakes.
We often just observed the remarkable differences between the designed
and the created building.
The abundance of information also allows to understand the reasons of
the project changes and to assess them from an architectural-methodological
viewpoint.
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Figure 4. Le Corbusier, Millowner's Association Building (Ignaccolo)
This type of simulation led to a whole series of remarks on the
alleged/real flexibility of the analyzed buildings and on the building
techniques and technologies of the time, with their pros and cons, and we
realized how experimental certain futuristic works were at the time.
3. Never created or destroyed
As far as created and lost works are concerned, we deepened only certain
specific cases that seemed most interesting. This type of choice is also due
to the shortage of traceable sources, thus making the real/virtual barrier too
thin: we often had to interpret drafts or drawings that were too partial to
deduce the whole object and we therefore had to reconstruct by subsequent
suppositions.
The whole technological aspect of the building would also be further
neglected, since in project representations of the past it isn't always possible
to understand and extrapolate the building's structure, facilities and many
constructive details. Although this operation looks quite interesting, we have
not applied it very often, being "non-scientific" and unverifiable.
4. Operation and modularity
We especially analyzed the development of these architectures: how plans
and prospectuses turn into volumetric drawings, where and how certain
situations seem to be solved in a difficult or complex way.
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Figure 5. Le Corbusier, Philips pavillion, World Expo (Plaku)
The constituent proportional analysis of the modularity on which the
design is based is another subject we are currently investigating, from
masters of the Modern Movement to contemporary architects. We are
browsing a whole series of works and looking for the expressive language of
modular grids and symmetries, thus producing three-dimensional constituent
morphological analyses.
5. Trends and mathematics
Another fascinating aspect, almost consequential to the previous one, has
been the rediscovery of the appeal of certain buildings' analysis, which - for
previous or subsequent analyses - disclosed a trend, a morphology and/or a
plasticity shaped on mathematical-physical or proportional elements. The
analyses and their computerized audit highlighted some very complex
relationships and extraordinary design solutions.
The final result is CAAD Digital Model Archive, directed by Andrea
Cammarata, which presently boasts approximately 250 models generated by
means of different techniques and programs. We must also consider that the
archive increase estimated for this academic year is approximately 150
additional units.
This huge 3D model archive has a limitation: it consists of models
reproduced on different matter-formal investigation levels. The problem is
actually partial and must be considered more as a wider view of the problem
of three-dimensional representation than as an objective limit.
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Figure 6. Frank Lloyd Wright , Unity Temple, (Czekaj)
Because of its wide and diverse investigation levels, the 3D model,
especially the 3D CAAD model, represents a frontier of IT innovation in the
architectural field. We can therefore state, for instance, that two
geometrically identical models can still be quite different, if analyzed from
the viewpoint of resources provided by the CAAD designer.
From the analytical and project definition viewpoint of the architectural
artifact, a 3D model is in fact just a geometrical representation of project
stages, and it only potentially shares some common features with the model
of the artifact itself, defined in its structural, matter, hydraulic, physical,
economic-assessing, plant engineering components.
Geometry and physical shape represent just one of CAAD model's
aspects, maybe the most significant from many points of view, and certainly
the most typical.
In the near future, if time and resources allow, we will proceed to a
partial rationalization of the archive content in order to make the model
deepening level more consistent. We will reference some models to create a
leading "standard".
The subsequent reclassification will be aimed at creating typological
categories and overall interpretative case studies.
6. Dynamic projects
There are many possible future uses of CAAD Digital Model Archive, with
different convincing confirmations in the field of research and education.
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During a series of recent meetings of the Italian Chapter of IAI, some
partners highlighted the need of applying one of the technological audits in
the IFC (Industry Foundation Classes) environment.
Figure 7. Le Corbusier, Villa Shodan (Omini)
More specifically, we should start by testing the capturing, importing
and exporting steps of the different existing parametric CAAD modeling
programs. The aim is validating the often mentioned, but less operatively
verified compliances of the various modelers with the IFC standard, but also
checking on-field compliances and possible mutual interactions of the
modelers themselves (based on other formats).
We will then proceed to deepen the subject of compliance of the IFC
standard format with other programs dealing with metric calculation,
structural calculation and energy rating of the building. "How to" guides
will be published in order to convey well-finalized information on the
subject to third parties and to interested users. The wide range of available
models is certainly interesting for this kind of operation.
The workgroup has been participating for almost a year, also with the
mentioned models, to the MACE European project http://portal.maceproject.eu/ and http://portal.mace-project.eu/demos/.
MACE (Metadata for Architectural Contents in Europe) is a EC-funded
research, “eContentplus” program. Its aim is developing architecture elearning methodologies, by supplementing and relating a plethora of
existing content, already saved in digital archives and/or databases.
MACE is aimed at indexing the contents of all Learning Objects saved
in the system with an approach based not only on the features of the medium
itself, but also on the contents and the concepts it hosts and conveys.
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MACE will supply users (students, teachers, researchers, professionals,
public administration) with a service for the research, acquisition, use and
discussion on e-learning contents that were previously dedicated only to
small user communities. The development environment is IT and especially
metadata.
Figure 8. Le Corbusier, Villa Stein (Scaramuzza)
The MACE consortium consists of eleven partners from academy and
industry. It builds on the WINDS project (Web based INtelligent Design
tutoring System, an EU-funded E-Learning Platform containing 21 courses
spread over Europe. It offers an on-line Virtual University for Architecture
and Engineering Design through cognitive approach application to teachers'
Course Authoring and Students' design modeling), in the ARIADNE
Foundation (one of the early pioneers on a vision of “share and reuse” for
education and training has a large amount of heterogeneous content objects
and thus makes ARIADNE a good environment for trying things out like
Federated Search and connection of distributed content repositories), in the
ICONDA (Fraunhofer IRB - Information Centre for Planning and Building hosting 650,000 references and referencing 300 journals monthly - offers
databases for online utilization divided into three categories: bibliographic
databases, full text databases and research project) and DYNAMO
(Architectural Projects Repository - multimedia platform filled with an evergrowing collection of concrete design projects, in the field of architecture,
offering students/teachers and professional designers a rich source of
inspiration, ideas and design knowledge - K.U.Leuven, complemented with
5000 learning objects from many different universities worldwide through
ARIADNE and the GLOBE network of learning object repositories).
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Figure 9. Le Corbusier, Villa Savoye (Passarella)
The CAAD Digital Model Archive contents will shortly be indexed
within the PiacenzaLabs repository, presently at an advanced development
stage. The project uses different types of metadata to rank contents:
traditional and ontological, media and contextual, linked to skills and
planning processes. Such metadata are compatible and consistent with the
pattern outlined by the MACE project. Once started, the Piacenza database
will be Web-linked to the integrated MACE filing, indexing and searching
system. Its intelligence will therefore be widely available and coordinated
with MACE knowledge (at a European level).
Due to the nature of the Internet and the lack of intellectual copyright
protection, the three-dimensional models will be available only in 3D DWF,
DWFX and PDF formats, which for the time being seem to be the most
secure.
In 2008 the CAAD Digital Model Archive also participated to the
eContentPlus Call for Project of the European Community with the paper
“ARCHISTEMA. A multidimensional system to elicit and build knowledge
using repositories of architectural objects in learning scenarios”.
The purpose of the project is to facilitate access to shared educational
digital contents in the field of architecture, allowing learners (students and
teachers, professionals and non-professionals) in different contexts (formal
and informal education, vocational training) all over Europe to elicit and
build knowledge (building design solutions, environmental influences,
construction techniques, energy performance) interacting with a wide range
of repositories.
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Figure 10. Le Corbusier, Esprit Nouveau pavillon (Faggioni)
A diversity of contents (texts, images, animations, videos, 3D models…)
from existing architectural repositories developed in previous research
projects will be integrated through innovative learning strategies that
promote participation of the different learners in the elicitation of
knowledge stored in the digital repositories. In these educational contexts,
learners will contribute to increase the quality of the content of the existing
repositories, as well as provide new content.
The metadata gathering techniques developed in the MACE project will
be refined and improved to retrieve content from a variety of repositories
and to combine them in meaningful architectural learning objects which
encompass different forms of representation (texts, images, models) of
architectural objects. Besides textual tagging, visual metadata will be
introduced for the concept classes that turn out to be the most suited to be
conveyed by this language.
The outcome of the project will be the creation of a multidimensional
(multiple kinds of contents, multiple types of users, multiple learning
activities) structure integrating architectural repositories with educational
activities. This structure will work as a collective memory, which will allow
learners to enlarge their knowledge by recognizing, grasping and relating the
contents in a variety of educational scenarios, from case study analysis to
design. Specific educational tools will be developed based on the index
structure (MD) created in MACE to exploit the conceptual association
mechanisms and support the principal learning paradigms. Through the
implementation of the educational activities, the project will contribute to
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promote understanding and appreciation of the wealth and variety of the
architectural heritage in Europe.
Figure 11. Mario Botta, Monte Carasso housing (Pascucci)
7. Future possibilities
Among other possible uses we could mention:
7.1.
MONOGRAPHIC
ARCHITECTURE
VIRTUAL
EXHIBITS
OF
MASTERS
OF
Thinking to organize monographic virtual exhibits on the mostly dealt-with
architects of the archive, some of the Modern Movement masters are long
deceased. A tribute with temporary or permanent online exhibits of their
works could be a good cultural operation if supported by a proper
cooperation with the disciplinary scientific field of architecture history
scholars.
The possibility of making the models interactive and servable (through
special downloadable plug-ins) could make the experience much more
involving and educational.
The possible cooperation with foundations that are presently spreading
and preserving their works and their memory could turn the project into a
global large-sized and interesting operation.
7.2.
PERMANENT
VIRTUAL
MUSEUM
CONTEMPORARY ARCHITECTURE
OF
MODERN
AND
An alternative to the previous proposal, if too fragmentary, could be the
creation of a virtual museum of modern and contemporary architecture. Also
in this case the cooperation with modern architecture history scholars would
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be essential, in order to deal with all the related subjects with the utmost
precision and the deepest investigation.
In this case the effort and the burden would be justified only by a project of
a permanent virtual museum, modularly conceived in order to be updatable
and expandable.
Figure 12. Mario Botta, Rotonda house in Stabio (Vitolo)
7.3. SPACE IN THE 20TH CENTURY DESIGN
To organize a shared online virtual space for the study of the architectural
space designed by masters of architecture, he use of navigation and
interaction tools on the architectural models is mandatory to this aim, in
order to exploit the digital building mockups and to fully appreciate their
logics and the subtended planning method.
7.4. EDUCATIONAL TOOL FOR IN-DEPTH STUDY OF THE INDIVIDUAL
ARCHITECTS
To design monographic lessons aimed at investigating the architectural
design technique and theories linked to an individual and specific master of
architecture, it will be possible to navigate the architectures, by means of the
three-dimensional approach. CAAD technologies will allow to carry out indepth multi-disciplinary investigations on the architectural artifact.
References
Banham, R., 1969, The architecture of the Well-Tempered Environment, London.
Benevolo, 2006, L., L’architettura del nuovo millenio, Bari.
Curtis, W J. R., 1996, Modern Architecture since 1900, London.
De Fusco, R., 2001, Trattato di architettura, Bari.
Eisenman P., 2008, Ten canonical buildings 1950-2000, New York.
Le Corbusier, 1923, Vers une Architecture, Paris.
Pevsner, N., 1949, Pioneers of Modern design from William Morris to Walter Gropius, NY.
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Pevsner, N., 1942, An Outline of European Architecture, London.
Rowe, C., 1994, The Architecture of good Intentions: Towards a possible retrospect,
Academy Editions.
Rowe, C., 1976, The Mathematics of the Ideal Villa and Other Essays, Cambridge, MA.
Tafuri, M., Dal Co, F., 1979, Il ruolo dei ‘maestri’, in Architettura contemporanea, Milano.
Zevi, B., 1948, Saper vedere l’architettura, Torino.
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